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Learning by Doing: A Handbook for Professional Learning Communities at WorkTM (An Actionable Guide to Implementing the PLC Proce,New
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Discover how to close the knowingdoing gap and transform your school or district into a highperforming professional learning community (PLC). The powerful third edition of this comprehensive action guide from experts Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike Mattos updates and expands on new and significant PLC topics. Explore fresh strategies, tools, and tips for hiring and retaining new staff, creating teamdeveloped common formative assessment, implementing systematic interventions, and more.Learn how to establish professional learning communities in schools: Build a shared knowledge of critical vocabulary and the concepts underlying the PLC process. Equip yourself with the knowledge and tools necessary to model effective reciprocal accountability and collective teacher efficacy. Make honest assessments of your school and teaching methods by examining conventional practices from a fresh, critical perspective. Take immediate and specific steps to close the knowingdoing gap. Move beyond creating an action plan for school improvement, and start doing.Changes for the third edition: Two new chapters: One on teamdeveloped common formative assessment strategies and the second on hiring, orienting, and retaining staff members for your PLC A stronger focus on districtwide PLC implementation and avoiding common mistakes related to the PLC process New insight into clarifying the essential standards necessary in a guaranteed and viable curriculum by establishing a collective understanding of best practices in teaching Suggestions for incorporating a focus on learning and deeper knowledge, as opposed to simple recall of information, into curriculum development and teachermade assessments A deeper and more thorough examination of RTI (MTSS) interventions by coauthor Mike Mattos, a leading expert on intervention Explicit PLC tools and templates that highperforming districts have used An updated research base, including more than one hundred new references and professional learning community examples A shift in focus from why educators should implement the PLC process to steps to take immediately in the implementation processContents:Introduction to the Third EditionChapter 1: A Guide to Action for Professional Learning Communities at Work?Chapter 2: Defining a Clear and Compelling PurposeChapter 3: Building the Collaborative Culture of a PLC at Work?Chapter 4: Creating a Results Orientation in a PLC at Work?Chapter 5: Creating a Focus on LearningChapter 6: Creating TeamDeveloped Common Formative AssessmentsChapter 7: Responding When Some Students Don't LearnChapter 8: Hiring, Orienting, and Retaining New StaffChapter 9: Resolving Conflict and Celebrating in a PLC at Work?Chapter 10: Implementing the PLC Process DistrictwideReferences and ResourcesIndexSee also, the companion book, Concise Answers to Frequently Asked Questions About Professional Learning Communities at Work?, that provides readers with quick answers to help them move beyond specific problems in PLC implementation.
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This product may contain chemicals known to the State of California to cause cancer, birth defects, or other reproductive harm.
For more information, please visit www.P65Warnings.ca.gov.
- Q: What is the main focus of 'Learning by Doing'? A: The book primarily focuses on bridging the knowing-doing gap in educational settings by providing actionable strategies for implementing Professional Learning Communities (PLCs) effectively.
- Q: Who are the authors of this book? A: The book is authored by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many, and Mike Mattos, all of whom are experts in the field of education and PLCs.
- Q: What are the key updates in the third edition? A: The third edition includes two new chapters on common formative assessments and staff retention, a stronger focus on districtwide PLC implementation, and updated research with over one hundred new references.
- Q: How does this book help in hiring and retaining staff? A: It provides insights and strategies for hiring, orienting, and retaining staff within PLCs, ensuring that schools can build a strong and effective teaching team.
- Q: Is there a focus on assessment strategies in this book? A: Yes, it emphasizes the creation of team-developed common formative assessments as a crucial component for measuring student learning and improving teaching practices.
- Q: What is the significance of the term 'reciprocal accountability' in the context of this book? A: Reciprocal accountability refers to the shared responsibility among educators within a PLC to ensure collective success, fostering a culture of support and mutual expectation.
- Q: How can this book assist in closing the knowing-doing gap? A: It offers practical steps and strategies for educators to take immediate action in implementing effective teaching methods and PLC practices, rather than just creating action plans.
- Q: What is included in the references and resources section? A: The references and resources section includes over one hundred new academic references and examples from professional learning communities to support the implementation strategies discussed in the book.
- Q: Can this book be useful for school administrators? A: Yes, school administrators will find valuable insights on fostering collaborative cultures and implementing districtwide PLCs effectively, making it a useful resource for leadership.
- Q: What is the page count and binding of the book? A: The book has a total of 304 pages and is bound in a perfect binding format, making it both durable and easy to handle.